L1 grammar is acquired without explicit instruction or corrective feedback

Students have difficulty learning and retaining concepts from traditional grammar

There is no relationship between grammar study and writing (Krashen)

The teaching of formal grammar has a negligible oreven a harmful effect on the improvements of writing (NCTE)

So why do we still teach grammar?

3Some arguments in favor of teaching grammar (from Larsen-Freeman)

Canadian French immersion programs limited accuracy in French syntax and morphology

Less salient grammatical features or those not crucial for comprehension are not acquired

Self-reinforcing nature of peer interlanguage

me llamo es

Form-focused instruction converts input to intake

Destabilize an incorrect rule

4Descriptive grammar

Deep structure vs. surface structure

Structural ambiguity

Different structures of the same sentence

Order of words

Word categories

Grouping of words - constituents

Optional and obligatory constituents NP ? (DET)-(Q)-(ADJP)-N-(PP)

Recursivity output feeds input Potentially infinite sentences

Function of words/groups

PP ADJ or A NP DO or IO

Dependency relationships

Hierarchical structure tree diagrams

5Compound and complex sentences relationship between parts of sentences

Writers begin with simple, then compound sentences and later learn to subordinate ideas

Subordinate clauses function as A, ADJ, N

A after, because, if (describe when, where, why, how)

ADJ who, which, that (follow N restrictive/nonrestrictive)

N what, whatever, that

Shortening complex sentences doesnt make reading easier (?)

Sentence combining activities

6Reading

Word recognition view

use semantic/ context clues to determine word meaning

Sociopsycholinguistic view

use syntax as a cueing system to predict patterns

A phev was larzing two sleks

Make predictions based on word function

Go followed by locative (where)

Cloze activities

7Second language teaching Audiolingual method

Behaviorist view

Patterned response drill

Focus on specific grammar point

Inductive learn structures through drills, not explicit instruction of rules

Immediate error correction

Focus on form over meaning

8Second language teaching Content-based methods

Language through content

ESL academic reading challenges

Passive de-emphasize the subject

Comparatives and logical connectors (ifthen not onlybut also) separated from each other

Modals indicate subtle differences in meaning

VP with PP additional information

Relative clauses additional information

(p. 239 vs. p. 247)

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